Computer-Based Tutoring Method and System

ABSTRACT

Disclosed are a computer-based tutoring method and system in which an animated tutor, an animated avatar, and at least one animated group member selected by a user are displayed on a screen. A tutorial is presented by the animated tutor. During the tutorial, an interactive question is presented. An answer is received from the user. If the answer is correct, the tutorial continues. If the answer is incorrect, a second tutorial is presented. The second tutorial is based on the incorrect answer received from the user. Dialogue between the animated tutor, the animated avatar, and the animated group members may be held. Dialogue among animated group members may be held.

This application is a continuation of prior application Ser. No. 12/472,790, filed on May 27, 2009, which claims the benefit of U.S. Provisional Application No. 61/130,243 filed on May 29, 2008, both of which are herein incorporated by reference in their entirety.

BACKGROUND OF THE INVENTION

The present invention relates generally to education systems, and more particularly to computer-based tutoring methods and systems.

In a traditional education system, an instructor and a group of students meet in a classroom. The instructor gives a lecture, and the students listen. How well a student learns the subject is gauged periodically by grades on homework and tests. Although the traditional education system has been entrenched for centuries, it inherently suffers from a number of deleterious constraints.

One constraint is access. Access to the traditional education system is limited to students who can travel to the classroom and whose schedule may accommodate a specific class. For a full-time student, access is not an issue. For part-time students, including employees receiving professional training, however, travel, schedule, and attendant expenses restrict the opportunities for classroom instruction.

Another constraint is limited opportunity for instructor-student interaction. Lectures are traditionally structured in fixed periods and follow a specified pace to fit within the allotted time. Often there is limited opportunity for questions and answers. Since individual students learn at different paces and may have questions on different portions of the subject, classroom instruction often does not meet the needs of individual students (in contrast to students in aggregate). A related issue is timeliness of feedback. As discussed above, students are evaluated on the basis of grades on homework and tests. Deficiencies in students' understanding of the subject matter are uncovered after they have received poor grades. Depending on the frequency of the homework and tests, students may struggle with new material because they have not yet mastered the previous material. They then must perform remedial study and play catch-up with the current material being taught in class.

Computer-based instruction has provided a more flexible mode of education. One option is software locally installed on an individual personal computer. With the advent of high-speed Internet connections, another option is software loaded on a central server (or system of servers), which may be accessed from remote locations. Access is then no longer constrained by distance and time. Computer-based instruction, however, often shares some of the same limitations as traditional classroom instruction. In particular, instruction modules are highly structured, and students' understanding of the material is tested at periodic intervals (at the end of each module, for example). What are needed are computer-based tutoring methods and systems which adapt to the learning skills of individual students and which provide rapid evaluation of students' performance.

BRIEF SUMMARY OF THE INVENTION

In an embodiment of the invention, an animated tutor, an animated avatar, and at least one animated group member selected by a user are displayed. A first tutorial is presented by the animated tutor. During the first tutorial, a first interactive question is presented. A first answer is received from the user. If the first answer is correct, the first tutorial continues. If the first answer is incorrect, a second tutorial is presented. The second tutorial is based on the incorrect answer received from the user.

These and other advantages of the invention will be apparent to those of ordinary skill in the art by reference to the following detailed description and the accompanying drawings.

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 shows a high-level schematic of a telecommunications network;

FIG. 2 shows a high-level schematic of a computer used to access a computer-based tutorial system;

FIG. 3A shows a high-level schematic of a Home Page;

FIG. 3B shows a high-level schematic of a Menu Page;

FIG. 3C shows a high-level schematic of an Instructor Selection Page;

FIG. 3D shows a high-level schematic of a User Selection Page;

FIG. 3E shows a high-level schematic of a Group Selection Page;

FIG. 4 shows a high-level schematic of a Working Page;

FIG. 5A and FIG. 5B show examples of content in a Working Box;

FIG. 6 show examples of content in a Blue Box;

FIG. 7A-FIG. 7G show a flowchart of tutorial scripts;

FIG. 8 shows a schematic of the hierarchical architecture of tutorials;

FIG. 9 shows a high-level schematic of an application server used to implement a computer-based tutorial system;

FIG. 10 shows a flowchart of steps for creating and integrating an electronic module;

FIG. 11A-FIG. 11I present a script for a first tutorial;

FIG. 12A-FIG. 12C present a script for a second tutorial;

FIG. 13A and FIG. 13B present a script for a third tutorial; and

FIG. 14A-FIG. 14D present a script for a fourth tutorial.

DETAILED DESCRIPTION

FIG. 1 shows a high-level schematic of an example of a telecommunications network that serves as the infrastructure for supporting online computer-based tutoring. A telecommunications network includes the network equipment, network operations software, and communications links for users to access applications. The communications links may be fixed (for example, wire, cable, or optical fiber) or wireless. Users US 122-US 128 connect to core network CN 102 via user equipment UE 112-UE 118, respectively. A personal computer (PC) is one example of user equipment. A wireless smart phone is another example of user equipment. Application servers AS 142-AS 148 provide various user applications, such as computer-based tutoring. An application server may comprise a single machine, a group of machines locally connected, or a group of machines remotely distributed and connected via a communications network. In an embodiment of the invention, users US 122-US 128 access user applications on applications servers AS 142-AS 148 via the Internet. Herein, Internet refers to a private network as well as the global, public Internet.

Herein, user US 122 is designated as a representative user, and application server AS 142 is designated as a representative application server, in the examples discussed below. Herein, a user is also referred to as a student. In an embodiment of the invention, US 122 accesses AS 142 over the Internet via user equipment UE 112. One embodiment of UE 112 is a personal computer PC 202, as shown schematically in FIG. 2. Personal computer PC 202 may be any type of well-known computer comprising a central processing unit (CPU) 204, memory 206 (also referred to as memory module 206), and data storage device 208 (such as a hard drive). Personal computer PC 202 further comprises user input/output interface 212, which interfaces PC 202 to user input/output devices, such mouse 218 and keyboard 220; video display interface 210, which interfaces PC 202 with video display 216 (for example, a computer monitor); and communications network interface 214. Communications network interface 214, for example, interfaces PC 202 with core network 102, thereby providing communication with AS 142.

User US 122 may execute commands (perform functions or operations) on AS 142 via a user interface, such as a graphical user interface (GUI), on PC 202. User US 122, for example, may log onto a website, identified by a uniform resource locator (URL), hosted by an application provider, which assigns a user account to US 122. Herein, a user account refers to a set of software and hardware resources. For example, a user account may provide the software resources for performing the application. A user account may also provide storage space on a disk drive to store user information. An application may support multiple user accounts, with a specific user account assigned to a specific user. Herein, a user accesses an application via a user account.

In an embodiment of the invention, AS 142 hosts a computer-based tutoring system (CBTS). Herein, a computer-based tutoring system is also referred to as an electronic tutoring system. An embodiment of a computer-based tutorial session is shown in FIG. 3A-FIG. 3E. User US 122 opens a web browser on PC 202 and accesses the website of the CBTS. FIG. 3A is a schematic representation (screen) of the Home Page 302 viewed by US 122 on video display 216. Home Page 302 presents two fields: Username 304 and Password 306. User US 122 enters his username and password via keyboard 220 and proceeds to the Menu Page 308 (FIG. 3B), which presents multiple modules, such as Module 1 310-Module 4 316. Herein, a module refers to a topic, subject, lesson, or tutorial; for example, algebra, geometry, precalculus, and test tricks. One skilled in the art may develop modules for any subject matter. In addition to general education courses such as math, science, English, history, geography, and foreign languages, embodiments of the invention may be used to provide computer-based training for subjects such as, but not limited to, assembly, operation, and repair procedures for machinery; home repair and improvement; cooking; and gardening. Module 1 310-Module 4 316 are represented by graphical images, including audiovisual images (such as rotating spheres in space). Herein, audiovisual images include video images (images displaying motion) with accompanying sound.

User US 122 selects Module 1 310. For example, US 122 may use mouse 218 to position a cursor over Module 1 310 and select Module 1 310 by clicking on it. User US 122 then proceeds to Instructor Selection Page 318 (FIG. 3C), which presents multiple instructors (also referred to as tutors), such as Instructor 1 320-Instructor 6 330, which are represented by graphical images, including audiovisual images. In an embodiment of the invention, an instructor is represented by an animated cartoon character with a human voice synchronized to its movements. Herein, animated characters also include audiovisual images of actual people, animals, and objects. To foster a fun learning environment, which may be adapted to users of different ages and personal tastes, Instructor 1 320-Instructor 6 330 present different personae. For example, Instructor 1 320 is Jax, an animated upright, talking cat, and Instructor 2 322 is Roxy, an animated talking dog. Other instructors may include a hip-hop guy, a doctor, a military person, and various other animals.

User US 122 selects Instructor 1 320 and proceeds to User Selection Page 332 (FIG. 3D), which presents multiple characters, such as CHR 1 334-CHR 8 348, represented by graphical images, including audiovisual images, such as animated characters with synchronized human voices. Similar to the assortment of instructors, the multiple characters present various personae. User US 122 selects a character to represent himself; that is, his avatar. In the example shown, US 122 selects CHR 1 334 as his avatar and proceeds to Group Selection Page 350 (FIG. 3E). Other characters may be selected to serve as group members (classmates). In the example shown, US 122 selects CHR 2 336, CHR 3 338, and CHR 4 340 to be members of the group. As discussed below, members of the group may engage in dialogue with the instructor, the avatar, and with one another to assist the user in learning the subject matter.

User US 122 then proceeds to Working Page 402 (FIG. 4), where the actual tutorial begins. User US 122 may choose to customize Working Page 402. Background colors and patterns (not shown) may be added, and the background patterns may be fixed or moving. For example, the background may be solid blue, solid gold, or pink with floating hearts. These options reinforce the comfort that US 122 experiences with the CBTS. Comfort is conducive to learning.

Instructor 1 320 and avatar CHR 1 334 are shown, along with group 428, comprising the previously selected group members CHR 2 336, CHR 3 338, and CHR 4 340. Instructor 1 320, avatar CHR 1 334, and group members CHR 2 336, CHR 3 338, and CHR 4 340 may occupy fixed positions, or may move about the Working Page 402. For example, Instructor 1 320 may approach and physically interact with avatar CHR 1 334 and group members CHR 2 336, CHR 3 338, and CHR 4 340. Working Page 402 presents additional fields: Working Box 404, Supplementary Box 406, Additional Information Box 420, and Control Box 430. Herein, Supplementary Box 406 is also referred to as Blue Box 406, and Additional Information Box 420 is also referred to as What Does this Mean? Box 420. These fields are described in further detail below.

Control Box 430 contains control button 432-control button 438, which control the flow of the tutorial. For example, control button 432-control button 438 may be used to pause, play, fast-forward, and rewind the tutorial (also referred to as a lesson). User 122 activates a control button by clicking on it. Each line in the tutorial is a particular track, analogous to the tracks on an audio compact disk (CD) or digital video disk DVD, and not a continuous feed. By operating control button 432-control button 438, US 122 may jump around the program according to his individual needs; thus, US 122 may learn ‘at his own pace’ (and repeat segments as many times as necessary). The program will automatically proceed from one track to the next. If, however, US 122 needs to review a particular subject matter, he may backspace (rewind) once, twice, or an arbitrary number of times to replay selected steps over and over again until he has learned the material. User US 122 may also pause the program for various reasons: to reflect more deeply on the subject matter, to work on some problems on paper off on the side, or simply to take a break. If US 122 is reviewing a particular module, but has a good understanding of it already, he may skip ahead to use study time more effectively.

As the tutorial is presented, with the animated cartoon Instructor 1 320 teaching to both US 122, represented by avatar CHR 1 334 and members of group 428, graphics are presented in Working Box 404 for visualization of the subject being taught. Graphics may be still, animated, or video. The graphics may be accompanied by audio, such as voice or music. Every time a fundamental subject matter (also referred to as a key feature) is presented (for example, a theorem, an important rule, or a relevant diagram), a small graphical representation of the fundamental subject matter appears as a field in Blue Box 406. As the materials are being presented, additional fields (containing key formulas, theorems, and facts, for example) are presented in Blue Box 406. In the example shown in FIG. 4, three fields, field 412, field 414, and field 416, are shown in Blue Box 406. Additional fields may be displayed in Blue Box 406 via use of scroll key 408 and scroll key 410. User US 122 may quickly refer to specific subject matter by viewing a field in Blue Box 406. In an embodiment of the invention, US 122 may click on a field, such as field 412, in Blue Box 406, and the program will return to the spot (time) in the program in which the field was first introduced.

Additional information may be provided in the What Does This Mean? Box 420. When US 122 is studying a specific module, ideally he should know and understand the requisite terms which are necessary to proceed with the instruction. In some instances, however, US 122 may not know and understand specific terms. In an embodiment of the invention, when a key word or key phrase occurs during the tutorial (for example, it may be spoken by Instructor 1 320 or appear in Working Box 404), then the key word or key phrase is displayed in the What Does This Mean? Box 420. Diagrams or pictures pertaining to the key word or key phrase may also be presented. If US 122 desires additional information, he may click on the key word, key phrase, corresponding diagram, or corresponding picture. Additional information is then provided in the What Does This Mean? Box 420. The additional information, for example, may be displayed as text or graphical images (including audiovisual images). Suggestions and recommendations for further study, including pointers and links to other modules, may also be provided.

In some embodiments, US 122 may also click on a key word, key phrase, corresponding diagram, or corresponding picture in Working Box 404 or Blue Box 406 to receive additional explanatory information in What Does This Mean? Box 420.

In some embodiments, in addition to key words and phrases, an index button (not shown) may be displayed either in the What Does This Mean? Box 420, or somewhere in the vicinity of the What Does This Mean? Box 420. At any time, US 122 may click on the index button to activate a hyperlink directly to an index of all terms relating to the subject of interest. For example, for the mathematics project, the index lists all terms relating to mathematics, whether the term is from the Algebra, Geometry, Precalculus, or the Test Tricks sphere of topics. Clicking on any particular word or phrase in the index takes US 122 to a list of modules the program may suggest he visit, as well as provide a definition (or definitions) of the term or phrase that US 122 clicked on.

Examples of content displayed in Working Box 404 are shown in FIG. 5A and FIG. 5B. In FIG. 5A, content 502 displays an image of a triangle while Instructor 1 320 is explaining the calculation of the sine of an angle. In FIG. 5B, content 504 displays a test session. Field 506 presents a sketch associated with the problem (in this example, a right triangle). Field 508 presents the question (in this example, “What is the sine of 60 degrees?”). Field 510 presents the possible answers (labelled A-E). User 122 selects an answer by clicking on one of A-E (or X, “Don't Know”).

Examples of content displayed in Blue Box 406 are shown in FIG. 6. Content 602 in field 412 is a sketch of a 45-45-90 degree triangle showing the relationship of the lengths of the sides. Content 604 in field 414 shows the formula for calculating the sine of an angle. Content 606 in field 416 shows the formula for calculating the cosine of an angle. If US 122 wishes to return to the point (time) in the program in which the formula for calculating the sine of an angle was first introduced, he may click on field 414.

Returning to FIG. 4, Instructor 1 320 teaches to avatar CHR 1 334 and group 428. According to an embodiment of the invention, Instructor 1 320 holds a dialogue with one or more members of group 428. Members of group 428 may also hold a dialogue among themselves. For example, Instructor 1 320 may hold a dialogue (one or two way) with group member CHR 2 336, and group member CHR 3 338 may hold a dialogue with group member CHR 4 340. Dialogues between animated characters allow for the instruction to invoke the powerful teaching tool of question and answer with real “living” characters. Specific group members may be selected by US 122 or by the program.

According to embodiments of the invention, avatar CHR 1 334 may perform varying degrees of activity. Examples include the following:

-   -   Avatar CHR 1 334 may interact in a humorous manner with         Instructor 1 320 and members of group 428. For example, avatar         CHR 1 334 may walk over to members of group 428 and tease them         or push them. Instructor 1 320 may then scold or reprimand         avatar CHR 1 334. As another example, avatar CHR 1 334 may do a         victory dance or spike down a football when US 122 gets an         interactive question correct. He may, for example, also slap his         forehead or look down when his answer is incorrect.     -   Avatar CHR 1 334 may hold a dialogue with Instructor 1 320.         Avatar CHR 1 334 may hold a dialogue with one or more members of         group 428. Specific group members may be selected by US 122 or         by the program. A dialogue may include asking and answering         questions.     -   Avatar CHR 1 334 may spontaneously make suggestions to the         Instructor 1 320.     -   When US 122 clicks on an answer to an interactive question,         avatar CHR 1 334 may click on the answer or speak the answer.     -   When items are being referenced in Working Box 404, avatar CHR 1         334 may point to them, move to them, touch them, or hold them.     -   At different times in the program, avatar CHR 1 334 may generate         a list or menu of questions that US 122 may want to ask         Instructor 1 320. The list, for example, may appear as a pop-up         right next to avatar CHR 1 334. If US 122 clicks on a question,         then the program may proceed into a subloop while Instructor 1         320 answers the question.     -   When US 122 gets an incorrect answer to an interactive question,         avatar CHR 1 334 may ask Instructor 1 320 to explain why the         answer is incorrect before the program proceeds into a subloop.     -   When Instructor 1 320 suggests to US 122 that he revisit another         module, avatar CHR 1 334 may travel to the other module.

In an embodiment of the invention, US 122 controls the degree of activity of avatar CHR 1 334 by turning specific features and functions on/off (such as walking around, disrupting the class, and spontaneously asking questions).

Historically, whenever students (in classrooms, in one-on-one tutorials, and while viewing online tutorials, for example) are in the position of having to absorb more and more and more information that is being told to them, it is easy for them to feel drained and overwhelmed. When they are invited to think and figure things out, however, then they are more stimulated and therefore more receptive to absorbing the topics being presented. Factors which trigger a student to think and feel engaged include: (a) a comfortable environment (such as provided by the custom background on Working Page 402), (b) exposure to questions (even when the questions are not directed to the student, but to different characters on the screen), and (c) visual cues (for example, lines of a triangle “lighting up”) which stimulate memory retention when next faced with a similar problem. Since the screen presents visible, animated, speaking characters arranged near Working Box 404, they can all engage in back-and-forth conversation, thereby asking each other questions that impel the student to think about these questions at the same time that the characters “are thinking” about them too.

While members of group 428 are interacting with one another and while the Instructor 1 320 is interacting with avatar CHR 1 334 and members of group 428, graphics that synchronize with the instruction are displayed in Working Box 404. As one example, if the Instructor 1 320 is speaking about angles opposite sides of a triangle, then triangles with animation will be displayed to illustrate the lesson: animated arrows will be drawn from an angle being referenced to the side opposite this angle.

As another example, if the Instructor 1 320 is discussing multiplying fractional expressions and how identical factors in the numerator and denominator of fractions can cancel, animated lines will cross through the cancelable factors. Whenever the Instructor 1 320 is referencing a particular object (such as a line, segment, or angle) in a diagram displayed in the Working Box 404, the object glows with increasing and decreasing intensity, similar to a blinking light which draws the attention of US 122 to the referenced object.

As another example, if the Instructor 1 320 is discussing folding an equilateral triangle in half to become a 30°-60°-90° triangle, displayed in the Working Box 404 is an animated equilateral triangle actually folding in half, or the bottom half dissolving away, to reveal the remaining 30°-60°-90° triangle. Thus, the use of moving, folding, dissolving, highlighting, shifting, rotating, compressing, dilating, pulsating, and other dynamic actions of figures and script in the Working Box 404, along with the use of dynamic pointers (such as bouncing arrows) by the Instructor 1 320, members of group 428, and avatar CHR 1 334, capture the attention of US 122 and help him observe what is being referenced at any particular moment in the program. All these actions may be synchronized with the vocal instruction of the Instructor 1 320 and with the voices of members of group 428.

Custom (unique) teaching methods are presented for each specific subject (such as mathematics, physics, chemistry, and test taking techniques). An example of a custom teaching method is described below for an algebra problem.

In attempting to factor a quadratic expression, such as (240x²+8X−45), a Rule (“Factoring Rule”) and a Guideline (“un-FOIL-ing Guideline”) are presented to a student.

“Factoring Rule”: The Factoring Rule states that if an original polynomial, such as (240x²+8x−45), is not “GCF-able”, then none of the polynomial's factors is GCF-able either. “GCF-able” means that a greatest common factor (GCF) can be factored out. Hence, an attempt to factor out the original polynomial (240x²+8x−45) to [(24x+9)(10x−5)] is guaranteed to fail. Given that the original polynomial (240x²+8x−45) cannot have a GCF taken out of it (hence, it is not GCF-able), then none of its factors can have a GCF factored out either. However, both (24x+9) and (10x−5) are GCF-able: a 3 can be factored out of (24x+9), and a 5 can be factored out of (10x−5). Therefore, the original expression cannot possibly have these GCF-able factors. Such factors should not even be written down for testing, given that they are guaranteed to fail. This rule significantly eliminates the number of possibilities to test.

“un-FOIL-ing Guideline”: If the absolute value of the linear term's coefficient is “relatively small” as compared to the absolute value of the product of the quadratic coefficient and the constant term, then the splits on the quadratic coefficient and the constant term are most likely small as well. If the absolute value of the linear term's coefficient is “relatively large” as compared to the absolute value of the product of the quadratic coefficient and the constant term, then the splits on the quadratic coefficient and the constant term are most likely large as well.

Applying the Guideline to the polynomial (240x²+8x−45) yields the following results: (a) The factors/splits on 240 are 1*240, 2*120, 3*80, 4*60, 5*48, 6*40, 8*30, 10*24, 12*20, 15*16. (b) The factors/splits on 45 are 1*45, 3*15, 5*9. Consequently, the possible factors of (240x²+8x−45) are numerous. For the 10 possible splits on the 240, and the 3 possible splits on the 45, there are then 10*3 or 30 different combinations of numbers. Some of the combinations are listed below:

-   -   (1x+1)(240x−45)     -   (1x+3)(240x−15)     -   (1x+5)(240x−9).         Note that, keeping the 1x and 240x in the same position, the 45         splits may be switched:     -   (1x+45)(240x−1)     -   (1x+15)(240x−3)     -   (1x+9)(240x−5).

Therefore, the 30 possibilities now doubles and becomes 60. For any given possible factoring to test [(1x+45)(240x−1), for example], the plus/minus signs may be switched around: [(1x−45)(240x+1)]. As a result, the 60 possibilities now doubles to be 120 possibilities. In summary, there are 120 possible combinations of these factors that the student would have to simplify (“FOIL” out) to see which ones work. The “un-FOIL-ing Guideline”, however, may identify factors that are most likely to work, and these should be tested first.

Recall the splits on the 240 and the 45:

240 45  1*240 1*45  2*120 3*15 3*80 5*9  4*60 5*48 6*40 8*30

-   -   10*24     -   12*20     -   15*16.         Now look at the original quadratic (240x²+8x−45) and recall the         “un-FOIL-ing Guideline”: If the absolute value of the linear         term's coefficient is “relatively small” as compared to the         absolute value of the product of the quadratic coefficient and         the constant term, then the splits on the quadratic coefficient         and the constant term are most likely small as well. In other         words, how does 8 compare to 240*45? It's much MUCH smaller,         isn't it? And so if this number is “small” compared to 240*45,         then that means the splits on the 240 and 45 are most likely         small splits (15*16 and 5*9). These are called “small splits”         because there is not much difference between the 15 and the 16,         and not much difference between the 5 and the 9.

Therefore, the expression (240x²+8x−45) most likely factors out to be either:

-   -   (15x+5)(16x−9), or     -   (15x+9)(16x−5), or     -   (15x−5)(16x+9), or     -   (15x−9)(16x+5).

Recall the Factoring Rule, however: If an original polynomial, such as (240x²+8x−45) is not “GCF-able” [that is a GCF (Greatest Common Factor) cannot be factored out], then none of the polynomial's factors is GCF-able either. Then that means every one of the listed factors is impossible, given that each expression has at least one factor which is GCF-able:

-   -   (15x+5)(16x−9)←the 15x & 5 from the first set of parenthesis, a         5 can be factored out;     -   (15x+9)(16x−5)←the 15x & 9 from the first set of parenthesis, a         3 can be factored out;     -   (15x−5)(16x+9)←the 15x & 5 from the first set of parenthesis, a         5 can be factored out;     -   (15x−9)(16x+5)←the 15x & 5 from the first set of parenthesis, a         3 can be factored out.         Hence, these should not even be tested, given that they are         guaranteed to fail. The student should know to not even bother         writing them down.

Reviewing the list of the splits on the 240 and the 45, we have:

240 45  1*240 1*45  2*120 3*15 3*80 5*9  4*60 5*48 6*40 8*30 10*24  12*20  15*16. 

Next most likely would be the 12*20 split on 240 with the 5*9 split on the 45. Possible combinations yield:

-   -   (12x+5)(20x−9), or     -   (12x+9)(20x−5), or     -   (12x−5)(20x+9), or     -   (12x−9)(20x+5).         Of course, two of these are impossible, the 2^(nd) and 4^(th)         ones listed:     -   (12x+5)(20x−9),     -   (12x+9)(20x−5)←the 12x & 9 from the first set of parenthesis, a         3 can be factored out,     -   (12x−5)(20x+9),     -   (12x−9)(20x+5)←the 12x & 9 from the first set of parenthesis, a         3 can be factored out.         Hence, the only 2 possibilities with these splits are         [(12x+5)(20x−9)] and [(12x−5)(20x+9)]. Multiplying both of them         out (through the method algebra students know as “FOIL-ing”)         yields the following:     -   (12x+5)(20x−9) becomes 240x²-8x−45.         This is not correct, given that the middle term here is −8x and         it should be +8x. The signs may then be simply switched around:     -   (12x−5)(20x+9) becomes 240x²+8x−45, and this correct.         This means that although there are 120 possible factors to list         out, every one to be potentially checked (by simplifying through         FOIL-ing), this “monster” quadratic was factored in just the         2^(nd) try.

The overall presentation of the CBTS is the integration of character-cartoon animation synchronized with two-dimensional (2-D) animated graphics of text and diagrams in the Working Box 404. At times, however, video clips may be spliced into the presentation. These clips, for example, may explain how Mathematics and Science has applications to the “real world.” This method not only reinforces in the concepts taught in each module by showing how they apply beyond the textbook, but the inclusion of video offers yet one more element of variety that keeps students attentive and entertained.

Another example of the unique teaching methods of CBTS is the theatrical video splice of an actor playing the part of John Napier, a Scottish Mathematician who devoted a large bulk of his life to the development of the Logarithm in the early 1600's. Depicted is a Scottish man dressed in the garb of that era, discussing the difficulties in finding exponents in certain equations. This scene, of course, provides a segue for the Instructor to introduce Logarithms as he actually engages in conversation through some odd time warp with John Napier of yesteryear. This type of interaction has multiple benefits: (1) It shows the origin of mathematical and scientific ideas, thereby allowing students to gain a keener interest in the subject they are studying. (2) It's fun theatrics, and what is fun is easier to learn.

The questions that Instructor 1 320 asks include two types: internal questions and interactive questions. Internal questions are questions that are asked by Instructor 1 320, avatar CHR 1 334, or a member of group 428 and then answered immediately by Instructor 1 320, by avatar CHR 1 334, or by one or more members of group 428. This process, again, invokes the student's instinct to think about the particular questions, as well as the topic in general, given that it feels to the student as if he were being asked the questions directly.

When Instructor 1 320 asks an interactive question, the question appears in written form in Working Box 404, along with several written answer choices, labeled A, B, C, etc., depending on how many answer choices there are. An example is shown in FIG. 5B. User US 122 then has to click on one of the answer choices. Typically, one of them is the correct answer; in some instances, though, there may be more than one right answer. Some embodiments may also include a standing response X, such as “Don't Know”. In an embodiment of the invention, questions may also be asked by one or more members of group 428.

If US 122 clicks on the correct answer, Instructor 1 320 may congratulate US 122 (by exclaiming, “That's right!”, for example). Instructor 1 320 may also respond with a more in-depth comment (for example: “Yes, and the reason for this is . . . ”). The program then continues onward. If US 122, however, clicks on one of the wrong answers, or on the “I don't know” response, then the program does one of two things: (a) It goes into a reminder subloop or (b) It provides a link to a different module within the CBTS. The reminder subloop is an explanation of a specific idea. The reminder subloop incorporates all of the features of the main presentation, such as animation, graphics, and interactive dialogue. A reminder subloop is not as thorough as the full treatise that US 122 experiences when he logs into the relevant module. The reminder subloop, however, is sufficient to trigger the recall and understanding of what he had learned previously.

An example of a session is presented herein. User US 122 logs onto the Trigonometry Module and learns how to find the sine, cosine, and tangent of angles such as 120°, 135°, and 210°. To do this, he needs to reference the 30°-60°-90° and 45°-45°-90° triangles he learned in the Geometry Module. If, however, US 122 has not retained his knowledge of these triangles, this shortcoming will be addressed by virtue of the fact that Instructor 1 320 will ask pertinent questions about the triangles. If US 122 answers these questions correctly, then the program proceeds with the explanation of trigonometric angles. If US 122 does not answer the questions correctly, however, then the program will take him into a subloop that explains the origin of the sides and angles of 30°-60°-90° and 45°-45°-90° triangles. This reminder subloop is not the thorough treatise that US 122 receives when he logs onto the section about 30°-60°-90° and 45°-45°-90° triangles from the Geometry Module.

In an embodiment of the invention, within subloops are further subloops of subloops, and subloops of subloops of subloops, etc. Consider the previous example of trigonometric angles and the 30°-60°-90° and 45°-45°-90° triangles. If US 122 answers one of the trigonometric questions incorrectly, he is led into the conditional subloop on 30°-60°-90° triangles as a result. Within this subloop, there will be other interactive questions that Instructor 1 320 asks US 122. One of the interactive questions, for example, deals with the Pythagorean Theorem. If US 122 incorrectly answers an interactive question about the Pythagorean Theorem, the program will automatically (without explicit action on the part of US 122) enter into a sub-subloop on radicals. Within this sub-subloop, there are questions involving perfect squares. If US 122 responds to these questions incorrectly, the program will automatically take him into a sub-sub-subloop on the topic of perfect squares.

Once US 122 understands the concept of perfect squares (by answering interactive questions correctly or going through several exercise loops successfully), the program will automatically come out of this sub-sub-loop on perfect squares, and pick up where it left off on the sub-subloop of radicals. Once US 122 answers the questions on radicals correctly, the program then automatically comes out of this sub-subloop on radicals back to the original Pythagorean Theorem question that appeared in the subloop on 30°-60°-90° triangles. And once US 122 answers the interactive questions regarding 30°-60°-90° triangles correctly, the program then automatically comes out the 30°-60°-90° triangles subloop and enters back into the module originally selected; in this example, trigonometric angles.

In an embodiment of the invention, US 122 may turn off conditional subloops. User 122 may also turn off interactive questions. Turning off one or both of these features permits US 122 to get an initial overview of the module or to review the main points. User US 122 may also skip an individual interactive question by clicking on the forward control button (for example, control button 432 in FIG. 4), instead of responding to it.

If US 122 repeatedly responds incorrectly to the interactive questions asked in the selected main module, as well as to the questions in the subloops and sub-subloops, etc., of the selected main module, then the artificial intelligence of the CBTS intervenes. After “x” number of incorrect responses in a row, the program suggests to US 122 that he go back and review other prerequisite modules before continuing with the present module. A link to these modules is provided on the screen. Note that “x” may be specified by the CBTS developer or administrator. The value “x” may be different for each interactive question. The CBTS session thereby provides a dynamic interaction similar to one provided by a private tutor working with a student who constantly answers incorrectly the questions the tutor is asking. The tutor might suggest going back and reviewing previous topics (that were taught earlier in the school year, or in previous math or science courses) instead of attempting to move onward with the current discussion.

Embodiments of scripts for tutorials in trigonometry are shown in FIG. 11A-FIG. 11I (Trig 000 Series Script); FIG. 12A-FIG. 12C (Trig 100 Series Script); FIG. 13A-FIG. 13B (Trig 500 Series Script); and FIG. 14A-FIG. 14D (Trig 900 Series Script). One skilled in the art may develop scripts for tutorials in any subject matter. In addition to general education courses such as math, science, English, history, geography, and foreign languages, embodiments of the invention may be used to provide computer-based training for subjects such as assembly, operation, and repair procedures for machinery; home repair and improvement; cooking; and gardening. The scripts are interrelated by the flowchart shown in FIG. 7A-FIG. 7G. The individual segments of the flowchart are registered by Index 1-Index 7. Inside each block are the line numbers (LXXXXX) corresponding to the line numbers in the scripts. Trig 000 Series Script (FIG. 11A-FIG. 11I) spans lines L00000-L00960. Trig 100 Series Script (FIG. 12A-FIG. 12C) spans lines L10010-L10280. Trig 500 Series Script (FIG. 13A-FIG. 13B) spans lines L50010-L50180. Trig 900 Series Script (FIG. 14A-FIG. 14D) spans lines L90010-L90430. One skilled in the art may develop specific scripts for specific applications (subjects). For a specific subject, one skilled in the art may develop different scripts (including different subloops and exercise loops). Alternative presentations may be developed to address the needs of different audiences (for example, one tutorial for engineers, another for marketing managers).

The Trig 000 Series Script corresponds to the main module (in this instance, trigonometric angles). By default, a line is performed by the Instructor 1 320. If a line is performed by another character (such as a member of group 428 in FIG. 4), that character is explicitly identified. For example, line L00050 in FIG. 11A is performed by a character named Sgt. Gravis. Referring to FIG. 7A, the script starts at block 702, in which lines L0000-L00010 are performed. The script then passes to block 704. Line L00020 asks an interactive question about 30°-60°-90° triangles. Possible answers are presented as A, B, C, D, and E (see FIG. 5B for an example of a question and answer layout). In this example, C is the correct answer. If US 112 responds correctly (C), then the program proceeds to block 708, in which line L00021 is performed. The program then continues with the Trig 000 Series Script, block 718.

Referring back to block 704, if US 122 responds incorrectly (A, B, D, or E), then the program proceeds to block 706 in which line L00022 is performed. The program then passes into a subloop on 30°-60°-90° triangles. This subloop corresponds to the Trig 100 Series Script (lines L10010-L10280) performed in blocks 706, 710, and 712-716 (FIG. 7A) and in blocks 730-752 (FIG. 7B). Within the Trig 100 Series Script, there are interactive questions at line L10080 (block 712, FIG. 7A), line L10110 (block 730, FIG. 7B), line L10170 (block 738, FIG. 7B), and line L10240 (block 746, FIG. 7B). Once the Trig 100 Series Script has been completed (Line L10280, block 752, FIG. 7B), the subloop finishes, and the program returns to the main module (Trig 100 Series Script), block 718 (FIG. 7A).

In block 718, an interactive question is asked at line L00030. If US 122 responds correctly (A), then the program continues with the Trig 000 Series Script, block 721 (FIG. 7C). If US 122 answers incorrectly (B, C, D, or E), then the program passes to block 719, in which line L00032 is performed, after which the program then passes into a subloop on 45°-45°-90° triangles. This subloop corresponds to the Trig 500 Series Script (lines L50010-L50060), performed in blocks 720-728. There is an interactive question at line L50070 (block 722). Once the Trig 500 Series Script has been completed (Line L50180, block 728), the subloop finishes, and the program returns to the main module (Trig 100 Series Script), block 718.

The program then proceeds to block 721 (FIG. 7C), in which line L00031 is performed. The program then passes to block 754, in which lines L00040-L00160 are performed. The program continues through blocks 756-762. There is an interactive question at line L00170, block 756. After line L00260 in block 762 has been performed, the program passes to an exercise loop. This exercise loop corresponds to the Trig 900 Series Script (lines L90010-L90430), performed in blocks 764-772 (FIG. 7C), blocks 774-790 (FIG. 7D), and block 792 (FIG. 7E). There are interactive questions at line L90130 (block 768, FIG. 7C), line L90310 (block 776, FIG. 7D), and line L90430 (block 784, FIG. 7D).

Both during and at the conclusion of the exercise loop, US 122 is given the option of repeating the entire exercise loop, or parts of the exercise loop, as often as he desires. US 122 is also given the option of skipping the exercise loop and the option of exiting the exercise loop (once the exercise loop has started) and continuing with the main dialogue on trigonometric angles (the Trig 000 Series Script).

Once the Trig Series 900 Script has been completed (line L90470, block 792, FIG. 7E), the program returns to the Trig 000 Series Script, block 794 (FIG. 7E). There are interactive questions at lines L00430 (block 796, FIG. 7E), L00680 (block 7104, FIG. 7E), L00770 (block 7112, FIG. 7F), L00800 (block 7118, FIG. 7F), L00830 (block 7124, FIG. 7F), L00860 (block 7130, FIG. 7G), and L00890 (block 7136, FIG. 7G). In an embodiment of the invention, if US 122 answers one of these interactive questions incorrectly, he is not passed to a reminder subloop or provided a link to another topic. Instead, Instructor 1 320 or a member of group 428 (or both) explains to US 122 the correct answer.

FIG. 8 shows a schematic of the hierarchical architecture of tutorials in an embodiment of the CBTS. In this perspective, each tutorial, regardless of whether it is a main module, a reminder loop, a subloop, or a subloop of a subloop . . . , is considered to be a tutorial belonging to a specific tier. A main module, such as tutorial 802, is designated a tier 1 tutorial. A subloop of a main module is designated a tier 2 tutorial. Tutorial 804-tutorial 808 are tier 2 tutorials. Similarly a subloop of a tier 2 tutorial is designated a tier 3 tutorial, and a subloop of a tier 3 tutorial is designated a tier 4 tutorial. In FIG. 8, tutorial 810-tutorial 824 are tier 3 tutorials, and tutorial 826-tutorial 832 are tier 4 tutorials. An arbitrary tier is designated tier j, where j is an integer greater than or equal to 1. The tier above tier j is designated tier (j−1), and the tier below tier j is designated tier (j+1). In FIG. 8, tutorial 834 and tutorial 836 are tier (j−1) tutorials; tutorial 838 and tutorial 840 are tier j tutorials; and tutorial 842 and tutorial 844 are tier (j+1) tutorials. The maximum value of j is N. Tutorial 846 and tutorial 848 are tier N tutorials.

Starting at tier 1 tutorial 802, an interactive question is presented to User 122. If a correct answer is provided by User 122, then tutorial 802 continues. If an incorrect answer is provided, however, the program then proceeds to one of the tier 2 tutorials (tutorial 804-tutorial 808). The specific tier 2 tutorial selected by the CBTS is based on the specific incorrect answer provided by User 122. In this example, US 122 provides an incorrect answer, and, based on that specific incorrect answer, the program then proceeds to tutorial 806. An interactive question in tutorial 806 is then presented to US 122. If a correct answer is provided by US 122, then the program returns to tutorial 802. In some embodiments, additional material may be presented in tutorial 806 before the program returns to tutorial 802.

If an incorrect answer is provided, however, the program then proceeds to one of the tier 3 tutorials (tutorial 814-tutorial 820). The specific tier 3 tutorial selected by the CBTS is based on the specific incorrect answer provided by User 122. In this example, US 122 provides an incorrect answer, and, based on that specific incorrect answer, the program proceeds to tutorial 816. The program proceeds in similar fashion down through lower level tiers until tier N (tutorial 846 and tutorial 848) is reached. If US 122 does not provide a correct answer to an interactive question to a tutorial in tier N, he is issued a recommendation to review one or more tutorials. In some embodiments, a recommendation to review one or more tutorials is issued if US 122 does not provide a correct answer to an interactive question to a tutorial in tier J, where 1<J<N.

For a specific tutorial, the number of tutorials on the next lower tier may vary. For example, tutorial 802 (tier 1) has three tutorials (tutorial 804-tutorial 8) on tier 2. Tutorial 804 (tier 2) has two tutorials (tutorial 810 and tutorial 812) on tier 3; tutorial 806 (tier 2) has four tutorials (tutorial 814-tutorial 820) on tier 3; and tutorial 808 (tier 2) has two tutorials (tutorial 822 and tutorial 824) on tier 3.

For a specific tutorial, the number of tiers below it may vary. For example, tutorial 804 (tier 2) has two tiers (tier 3 and tier 4) below it. Tutorial 808 has only one tier (tier 3) below it. Tutorial 806 (tier 2) has (N−2) tiers below it.

For a specific tutorial, the correspondence between an incorrect answer and a tutorial on the next lower tier may be one-to-one or many-to-one. For example, an interactive question in tutorial 802 has five possible answers: A, B, C, D, E. The correct answer is E. If the incorrect answer provided by US 122 is A or B, then the program proceeds to tutorial 804. If the incorrect answer provided is C, then the program proceeds to tutorial 806. If the incorrect answer provided is D, then the program proceeds to tutorial 808. Similarly, an interactive question in tutorial 804 has five possible answers: A, B, C, D, E. The correct answer is A. If the incorrect answer provided by US 122 is B, C, or E then the program proceeds to tutorial 810. If the incorrect answer provided is D, then the program proceeds to tutorial 812.

One skilled in the art may develop embodiments with hierarchies adapted for specific subjects and specific audiences. As discussed above, the number of tutorials in a tier and the number of tiers in a hierarchy may vary. In some embodiments, an incorrect answer to an interactive question may proceed to another tutorial (or open a dialogue, recommendation, or pointer to another tutorial) on the same or higher tier, including a different main module. As discussed above, one response to an interactive question, for example, may be “Don't Know.” This response may indicate a need for remedial work on a prerequisite main module.

One embodiment of a CBTS may be implemented on a standalone personal computer similar to PC 202 shown previously in FIG. 2. Another embodiment of a CBTS may be implemented on a dedicated machine specifically configured (via hardware, software, firmware, or any combination thereof) for computer-based tutoring. Another embodiment of a CBTS may be implemented using an application server AS 142 (FIG. 1). One example of AS 142 comprises computer 902, schematically shown in FIG. 9. Computer 902 may be any type of well-known computer comprising a central processing unit (CPU) 904, memory 906 (also referred to as a memory module), and data storage device 908. Data storage device 908 may comprise a hard drive, non-volatile memory, or other computer readable medium (such as a magnetic disk or compact disk read only memory).

As is well known, a computer operates under control of computer software which defines the overall operation of the computer and applications. CPU 904 controls the overall operation of the computer and applications by executing computer program instructions which define the overall operation and applications. The computer program instructions may be stored in data storage device 908 and loaded into memory 906 when execution of the program instructions is desired. The method steps shown in the session illustrated by FIGS. 3A-3E, 4, 5A, 5B, and 6 and the presentation of the scripts shown in the flowchart of FIG. 7A-FIG. 7G may be defined by computer program instructions stored in the memory 906 or in the data storage device 908 (or in a combination of memory 906 and data storage device 908) and controlled by the CPU 904 executing the computer program instructions. For example, the computer program instructions may be implemented as computer executable code programmed by one skilled in the art to perform algorithms implementing the method steps and presentation. Accordingly, by executing the computer program instructions, the CPU 904 executes algorithms implementing the method steps and presentation.

Application server AS 142 may further comprise user input/output interface 912, which connects computer 902 to user input/output devices, such mouse 918 and keyboard 920, which enable a user (such as a network administrator or application provider) to operate computer 902. Application server AS 142 may further comprise a video display interface 910, which transforms signals from CPU 904 to signals which drive video display 916. Application server AS 142 may further comprise one or more network interfaces. For example, communications network interface 914 comprises a connection to core network CN 102 (FIG. 1). User US 122 may use user equipment UE 112 to communicate with computer 902 via CN 102. In some embodiments of AS 142, video display 916, mouse 918, and keyboard 920 are absent. Computer 902 is then remotely controlled via communications network interface 914 (for example, by UE 112).

A flowchart of a method, according to an embodiment of the invention, for creating a computer-based tutorial module (also referred to as an electronic module) is shown in FIG. 10. In step 1002, a live instructor performs a mock tutorial session, which is videotaped. The process then passes to step 1004, in which the spoken words (recorded on the videotape) are converted to text. The conversion may be performed by voice-to-text software, or manually transcribed. The process then passes to step 1006, in which a script is created. Various iterations of draft, review, and re-write of the script may be performed. The process then passes to step 1008, in which voiceovers for each character are recorded. The process then passes to step 1010 in which the new electronic module is programmed. The process then passes to step 1012, in which the new electronic module is integrated with the overall CBTS.

Advantageous features of embodiments of the invention include the following: comfort; dialogue; interactivity/artificial intelligence; reinforcement; control over the program; exercise loops; efficient use of time; visual, auditory, and emotional appeal; humor; reinforcement work; and enhanced memory function. These features are discussed in further detail below.

Comfort. A student may modify the appearance of the screen to suit his tastes. He may choose the cartoon characters to represent the instructor who presents the material and the group members who help present the materials. He may choose an avatar to represent himself.

Dialogue. Providing dialogue, instead of delivering information solely via voiceovers, prompts the student to be thinking while viewing instead of simply attempting to absorb volumes of information. In addition, the dialogue between the instructor and student, and the instructor with the group of characters, makes the experience more “real.” The student looks at characters with friendly faces (which he has selected according to his personal tastes), who are speaking.

Interactivity/Artificial Intelligence. Continuous evaluation of whether the material is being processed and internalized by the students is provided since the program continuously asks questions that the student is asked to respond to. Most importantly, if the student is willing to spend as much time as is necessary, going through all of the conditional subloops (and subloops within subloops, and subloops within subloops within subloops, etc.), then each student will ultimately understand the material in full.

Reinforcement. The “Blue Box” and the “What Does This Mean?” button allow a student to reference at any time what they are learning and have learned.

Control over the Program. A user may pause the program, backspace as much as he needs, replay certain steps/tracks within the program as many times as he desires, fast-forward through the program, jump to other parts of the program, and see all the links that a particular topic has to all other topics. For example, suppose that a student wants some time to reflect on a theorem that appears in Blue Box 406 or on a diagram that appears in the Working Box 404. He can press pause, ruminate over these topics for as long as he needs, and then resume the main discussion when he is ready.

Exercise Loops. The program provides many exercise loops throughout all of its modules. If an exercise loop appears during a lecture, the student has the option to skip it by clicking on a button (for example, if he already knows the material well and does not need further practice). If the student wants to go through the exercise loop (to make sure that he is “getting it”), then the program will automatically proceed. At the conclusion of each exercise loop, the student will be asked if he wants to review the exercise loop again or not. If so, then the program will cycle through the exercise loop for however many times a student responds in this manner. If not, then the program will automatically proceed with instruction of the module chosen.

Efficient Use of Students' Time. If a student is unsure of a particular section of a topic, then he doesn't have to review the entire topic; he can simply go through a particular exercise loop, or a particular sequence of certain steps as many of times as desired until it finally does sink in. That is, he may repeat the exercise loop once, twice, or an arbitrary number of times. He may also skip an entire exercise loop, or specific portions of an exercise loop. He does not have to be burdened with reviewing the entire topic simply because he is having trouble with one particular section. The CBTS allows the student to replay any section or subsection of any part of the program as many times as he desires. This procedure is the equivalent to having a private tutor who will spend as much time on a particular topic, concept, or detail as a student desires, without having to repeat subject matter the student already knows.

Visual, Auditory, and Emotional Appeal. A student sees the graphics in the Working Box 404 while “speaking with” an actual face, while hearing the vocal instruction, while being charmed by whichever character suits his tastes. Each of these actions individually is conducive to the learning process. Furthermore, when they are all integrated cohesively and utilized at the same time, as is done in the CBTS, cognitive understanding is enhanced, given that more areas of the brain are stimulated by these different conduits.

Humor. Another benefit to having animated cartoons doing the teaching and learning is that it allows for a humorous bantering to occur amongst these characters. Elements of comedy are fused into the script of each module, thereby adding even more comfort and enjoyment for the student, making it even easier for him to learn.

Reinforcement Work. At the end of each section, a link is provided that takes a student to a set of problems that reinforces the topic he has just covered. Answers are provided so that he knows whether they are correct or not, as he works out practice problems.

The foregoing Detailed Description is to be understood as being in every respect illustrative and exemplary, but not restrictive, and the scope of the invention disclosed herein is not to be determined from the Detailed Description, but rather from the claims as interpreted according to the full breadth permitted by the patent laws. It is to be understood that the embodiments shown and described herein are only illustrative of the principles of the present invention and that various modifications may be implemented by those skilled in the art without departing from the scope and spirit of the invention. Those skilled in the art could implement various other feature combinations without departing from the scope and spirit of the invention. 

1. A method for computer-based instruction, the method comprising the steps of: displaying an animated instructor selected by a student; displaying an animated avatar selected by the student; displaying at least one animated group member selected by the student; presenting a first lesson by the animated instructor; presenting a first interactive question based on the first lesson; receiving a first answer to the first interactive question from the student; continuing the first lesson if the first answer is correct; and presenting a second lesson if the first answer is incorrect, wherein the second lesson is based on the incorrect first answer.
 2. The method of claim 1, further comprising the steps of: presenting a second interactive question based on the second lesson; receiving a second answer to the second interactive question from the student; returning to the first lesson if the second answer is correct; and presenting a third lesson if the second answer is incorrect, wherein the third lesson is based on the incorrect second answer.
 3. The method of claim 2, further comprising the steps of: presenting a third interactive question based on the third lesson; receiving a third answer to the third interactive question from the student; returning to the second lesson if the third answer is correct; and presenting a fourth lesson if the third answer is incorrect, wherein the fourth lesson is based on the incorrect third answer.
 4. The method of claim 1, wherein: the first lesson is one of at least one tier 1 lesson in a hierarchy of lessons; the second lesson is one of at least one tier 2 lesson in the hierarchy of lessons; wherein: the hierarchy of lessons comprises N tiers, wherein N is an integer greater than 1; each lesson in the hierarchy of lessons is one of at least one tier j lesson, wherein j is an integer less than or equal to N; and each of the at least one tier j lesson is based on at least one tier (j−1) lesson, if j is greater than
 1. 5. The method of claim 4, further comprising the steps of: presenting a j-th interactive question based on a specific tier j lesson; receiving a j-th answer to the j-th interactive question from the student; returning to a specific tier (j−1) lesson if the j-th answer is correct; presenting a specific tier (j+1) lesson if the j-th answer is incorrect, wherein the specific tier (j+1) lesson is based on the incorrect j-th answer, if (j+1) is less than or equal to a predetermined integer J; and issuing a recommendation for review if (j+1) is greater than the predetermined integer J.
 6. The method of claim 1, further comprising the steps of: presenting an internal question by the animated instructor; and receiving an answer to the internal question from at least one of: the animated instructor; the animated avatar; or the at least one animated group member.
 7. The method of claim 1, further comprising the steps of: presenting an internal question by at least one of: the animated avatar; or a first animated group member selected from the at least one animated group member; and receiving an answer to the internal question from at least one of: the animated instructor; the animated avatar; the first animated group member; or a second animated group member selected from the at least one animated group member.
 8. The method of claim 1, further comprising the step of: holding a dialogue between the animated instructor and at least one of: the animated avatar; or the at least one animated group member.
 9. The method of claim 1, further comprising the step of: holding a dialogue between a first animated group member selected from the at least one animated group member and at least one of: the animated avatar; or a second animated group member selected from the at least one animated group member.
 10. The method of claim 1, further comprising the steps of: displaying a first key feature of the first lesson in a first supplementary display field when the first key feature is presented at a first time during the first lesson; displaying a second key feature of the first lesson in a second supplementary display field when the second key feature is presented at a second time during the first lesson; and maintaining the display of the first supplementary display field and the second supplementary display field during the first lesson.
 11. The method of claim 10, further comprising the step of: returning to the first time by selecting the first supplementary display field.
 12. A computer readable medium storing computer program instructions for computer-based instruction, the computer program instructions defining the steps of: displaying an animated instructor selected by a student; displaying an animated avatar selected by the student; displaying at least one animated group member selected by the student; presenting a first lesson by the animated instructor; presenting a first interactive question based on the first lesson; receiving a first answer to the first interactive question from the student; continuing the first lesson if the first answer is correct; and presenting a second lesson if the first answer is incorrect, wherein the second lesson is based on the incorrect first answer.
 13. The computer readable medium of claim 12, wherein: the first lesson is one of at least one tier 1 lesson in a hierarchy of lessons; the second lesson is one of at least one tier 2 lesson in the hierarchy of lessons; wherein: the hierarchy of lessons comprises N tiers, wherein N is an integer greater than one; each lesson in the hierarchy of lessons is one of at least one tier j lesson, wherein j is an integer less than or equal to N; and each of the at least one tier j lesson is based on at least one tier (j−1) lesson, if j is greater than
 1. 14. The computer readable medium of claim 12, wherein the computer program instructions for computer-based instruction further comprise computer program instructions defining the steps of: presenting an internal question by the animated instructor; and receiving an answer to the internal question from at least one of: the animated instructor; the animated avatar; or the at least one animated group member.
 15. The computer readable medium of claim 12, wherein the computer program instructions for computer-based instruction further comprise computer program instructions defining the steps of: displaying a first key feature of the first lesson in a first supplementary display field when the first key feature is presented at a first time during the first lesson; displaying a second key feature of the first lesson in a second supplementary display field when the second key feature is presented at a second time during the first lesson; and maintaining the display of the first supplementary display field and the second supplementary display field during the first lesson.
 16. An application server for computer-based instruction, the application server comprising: a central processing unit; a memory module; a data storage device configured to store computer program instructions for the computer-based instruction; and a communications network interface configured to receive input from user equipment operated by a student; wherein the application server is configured to: display on the user equipment an animated instructor selected by the student; display on the user equipment an animated avatar selected by the student; display on the user equipment at least one animated group member selected by the student; present on the user equipment a first lesson by the animated instructor; present to the student a first interactive question based on the first lesson; receive from the student a first answer to the first interactive question; continue the first lesson if the first answer is correct; and present to the student a second lesson if the first answer is incorrect, wherein the second lesson is based on the incorrect first answer.
 17. The application server of claim 16, wherein the application server is further configured to: present to the student a second interactive question based on the second lesson; receive from the student a second answer to the second interactive question; return to the first lesson if the second answer is correct; and present to the user a third lesson if the second answer is incorrect, wherein the third lesson is based on the incorrect second answer.
 18. The application server of claim 16, wherein the application server is further configured to: present an internal question by the animated instructor; and receive an answer to the internal question from at least one of: the animated instructor; the animated avatar; or the at least one animated group member.
 19. The application server of claim 16, wherein the application server is further configured to: present an internal question by at least one of: the animated avatar; or a first animated group member selected from the at least one animated group member; and receive an answer to the internal question from at least one of: the animated instructor; the animated avatar; the first animated group member; or a second animated group member selected from the at least one animated group member.
 20. The application server of claim 16, wherein the application server is further configured to: display on the user equipment a first key feature of the first lesson in a first supplementary display field when the first key feature is presented at a first time during the first lesson; display on the user equipment a second key feature of the first lesson in a second supplementary display field when the second key feature is presented at a second time during the first lesson; and maintain the display of the first supplementary display field and the second supplementary display field during the first lesson. 